1. Unit 6 Preview

2. 1/8/16 Create a title page/table of contents right after F8 MAKE SURE THE TABLE OF CONTENTS IS ON THE RIGHT HAND PAGE!!!!! Table of Contents Section G – Unit 6: Weather Name: __________________________ Left Side ItemsRight Side Items G0

3. Essential Questions Lesson 1 – What are catastrophic events and why do we study them? G1 Unit final and reflection G2

4. Title Page Instructions 1.Preview the textbook Weather and Climate – be sure to only look at the table of contents, section headings, and graphics 2.Include the unit number and title 3.Write 4 questions you have right now about weather and climate 4.Write 4 vocabulary words that you do not understand right now 5.Draw 4 pictures 6.Use 4 or more colors

5. 1/11/16 Brainstorm a list of different types of weather and/or storms Thinking about Catastrophic Events EQ 1 What type of catastrophic event do you think is most dangerous? Why?

6. 1/11/16 Brainstorm a list of different types of weather and/or storms Thinking about Catastrophic Events EQ 1 How are models useful in science? Natural Catastrophic Events Draw this on G4

7. 1/11/16 Brainstorm a list of different types of weather and/or storms Thinking about Catastrophic Events EQ 1 How are models useful in science? Natural Catastrophic Events event Directions for the concept map: In the bubbles, write as many different catastrophic events as you can think of and add as much detail as you can about what you know. You may add more bubbles or have fewer. Note: This is an example DO NOT write “event” or “detail info.” Write specific information. YOU WILL HAVE ONLY 5 MINUTES TO DO THIS Detail info

8. Group Concept Map With your Group: Combine your individual Concept Maps into a larger group map on the large paper Add graphics and color You will have 10 minutes to do this Be prepared to share out 3-5 things you found interesting/surprising when you combined your maps together

9. 1/12/16 Copy and answer the questions: What is a map? What is a globe? Using a globe and a World Map EQ 1 Which do you think is more useful for studying the Earth: a map or a globe? Why?

10. How Scientists Study the EarthViews From Space G8 G7 Attach reading worksheet here

11. Agenda: 1.Debrief activity 2.Start Homework Due tomorrow: G6 questions and summary Completed notes on G7 for the article: “How Scientists Study Earth” Worksheet for “Views from Space”

12. 1.Are any of the catastrophic events that you listed in your notebook or recorded on your world map related to each other in any way? If so, how?

13. 2.Do any of the events help change the way the surface of the earth looks over time? If so, which ones? Why do you think this?

14. 1.Are any of the catastrophic events that you listed in your notebook or recorded on your world map related to each other in any way? If so, how? 2.Do any of the events help change the way the surface of the earth looks over time? If so, which ones? Why do you think this? 3.What information do you think you can learn about the earth by studying catastrophic events?

15. 1.Are any of the catastrophic events that you listed in your notebook or recorded on your world map related to each other in any way? If so, how? 2.Do any of the events help change the way the surface of the earth looks over time? If so, which ones? Why do you think this? 3.What information do you think you can learn about the earth by studying catastrophic events? 4.How do you think catastrophic events affect people?

16. 1.Are any of the catastrophic events that you listed in your notebook or recorded on your world map related to each other in any way? If so, how? 2.Do any of the events help change the way the surface of the earth looks over time? If so, which ones? Why do you think this? 3.What information do you think you can learn about the earth by studying catastrophic events? 4.How do you think catastrophic events affect people? 5.How might scientists predict these events? These are Reflections Question 1A-1E on pg. 5

17. Vocabulary Page 1 G9 Vocabulary Page 2 G10

18. 1. Catastrophic Event Powerful and often dramatic forces that can profoundly affect our planet and the living things that inhabit it.

19. 2.Map A representation of the Earth or part of the Earth, usually on a flat surface.

20. 3. Globe The representation of the Earth on a sphere.

21. 4. Meteorologist Scientist who studies the Earth’s atmosphere and who monitors, studies, and forecasts weather.

22. Essential Questions Lesson 1 – What are catastrophic events and why do we study them? Lesson 2 – Compare and contrast thunderstorms, hurricanes, and tornadoes G1 Unit final and reflection G2 ADD THIS TO INB PG. G1

23. 1/15/16 Read the 4 objectives on pg. 12 of your textbook. Summarize in your own words what you think we will be learning about in this lesson. 2.1 – Modeling a Vortex EQ2 How are models (like the vortex model we used today) useful in science?

24. 1/15/16 Read the 4 objectives on pg. 12 of your textbook. Summarize in your own words what you think we will be learning about in this lesson. 2.1 – Modeling a Vortex EQ2 Tornado Watch: Tornado Warning: NOAA Weather Radio: How are models (like the vortex model we used today) useful in science? Add this to Pg. G12 *NOT the purple line, just the words!

25. Agenda: 1.Debrief Lab from Friday 2.Watch the video and complete the Lab sheet 3.Turn in lab sheet 4.Read pg. 17 in text book and take notes Homework: OUT G11

26. 1/20/16 Compare and contrast a tornado watch and a tornado warning Inquiry 2.1 Comparing Tornadoes and Hurricanes EQ2 After reading the article “What is a Vortex?” refine your definition of the word vortex.

27. 1/20/16 Draw a vortex Inquiry 2.1 Comparing Tornadoes and Hurricanes EQ2 Define vortex:

28. Agenda: 1.Read the article “What is a Vortex?” pgs. 18-19 and take notes on ING pg. G14 2.Start reading the article “That’s a Fact” Pgs. 20-25 until the end of the period. Due Today: Notes on the first reading Due when you walk in tomorrow: OUT G13, Finished notes on G14 *YES – you need to finish the reading and notes for “What is a Vortex” in class today *YES – you need to finish the summary, questions and the OUT for homework tonight No – You do not need to finish the second article today

29. 1/21/16 Agenda: 1.Finish the Socratic seminar prep form Due Today: you should be close to done Due when you walk in tomorrow: Prep form completed and be ready to do the seminar If you have finished the form because you are totally a rock star, you may work on other work as long as you are not being disruptive.

30. 1/21/16 Agenda: 1.Reading the article “That’s a Fact” Pgs. 20-25 2.Take notes on the form provided 3.Complete the back of the worksheet Due Today: Notes on the reading & the back of the worksheet Due when you walk in tomorrow: Completed worksheet *YES – you need to finish the reading and notes for “That’s a Fact” in class today *YES – you need to finish the summary and questions for homework tonight No – you may not take a copy of the article home so finish in class

31. 1/22/16 Which do you think is worse a tornado or hurricane? Lesson 2 vocabulary EQ2 Summarize the unit so far using the vocabulary terms.

32. Essential Questions Lesson 1 – What are catastrophic events and why do we study them? Lesson 2 – Compare and contrast thunderstorms, hurricanes, and tornadoes Lesson 3 – How does the surface material affect the rate of heating and cooling of the Earth’s surface? G1 Unit final and reflection G2 ADD THIS TO INB PG. G1

33. 1/26/16 1. What heats the earth’s surface? 2. What causes the earth’s surface to cool? Inquiry 3.1 – Heating the Earth’s Surface EQ3 Summarize what happened in the lab.

34. 1/28/16 Agenda: 1.Finish the conclusion questions for the heating and cooling lab Pg. 29 #17, Pg. 30 #1 Write on the back of either the lab sheet or the graph paper 2. Read pgs. C86-89 in the OWL book and complete the worksheet 3. Make sure you have no “Please finish” that you haven’t finished 4. Work on other work if you have any DUE TOMORROW Completed reflection Worksheet for the reading

35. Essential Questions Lesson 1 – What are catastrophic events and why do we study them? Lesson 2 – Compare and contrast thunderstorms, hurricanes, and tornadoes Lesson 3 – How does the surface material affect the rate of heating and cooling of the Earth’s surface? Lesson 3b – How do the atmosphere and surface of the earth absorb and reflect heat differently? G1 Unit final and reflection G2 ADD THIS TO INB PG. G1

36. 2/2/16 Describe what you feel when you hold your hand above a hot object and a cold object. Lesson 3 conclusion – heat absorption, reflection and transfer EQ3b THRU Describe how the Earth’s surfaces and atmosphere absorb and reflect heat differently. SUM

37. Solar energy Source process Visible vs. invisible Temperature

38. Solar Energy interaction

39. Absorption vs. Reflection What does this picture tell us about absorption and reflection?

40. Factors affecting rate of refection and absorption Composition Color Moisture content

41. Forests, Land and Water 95% of solar radiation is absorbed 5% reflected back Radiates large amounts of heat into the atmosphere

42. Forests, Land and Water Compare and contrast the heating and cooling rates of land and water

43. Ice 5% absorbed 95% reflected back Little heat radiated into atmosphere

44. Atmospheric gasses and particles About 50/50 absorb and reflect Little heat is radiated

45. Pick your own seat, but choose wisely!!! 1.Pass back papers 2.Attach in INB 3.Pass out progress reports 4.Double check grades to papers returned

46. Essential Questions Lesson 1 – What are catastrophic events and why do we study them? Lesson 2 – Compare and contrast thunderstorms, hurricanes, and tornadoes Lesson 3 – How does the surface material affect the rate of heating and cooling of the Earth’s surface? Lesson 3b – How do the atmosphere and surface of the earth absorb and reflect heat differently? Lesson 4 – How does the temperature of an air mass affect the way it moves? G1 Unit final and reflection G2 ADD THIS TO INB PG. G1

47. 2/4/16 IN - 1. What happens to the air above a hot surface? 2. What happens to the air above a cold surface? 3. What is a convection current? Inquiry 4 – Moving Air EQ4 THRU OUT - Summarize what happened in the lab. G21 G22

48. Procedure Part 1: 1.Set up lab station like the example on the front counter 2.Fill your jar with ice and top off with water 3.Place under the convections tube 4.Raise your hand (Mrs. Olson will come light your punk) Part 2: 5. Place the punk inside the opening near the bottom of the tube. 6. Use the flashlight to observe how the smoke moves in the tube – record 7.Repeat steps 5 & 6 with the punk at the top of the tube 8.Dump the water down the sink and reset your station Part3: 9.Raise your hand for Mrs. Olson to bring you hot water 10. repeat steps 5, 6 & 7 Part 4: 11.Clean up your station and put your bucket in order on the front counter 12.Complete the conclusion questions. CLEAN UP: All materials in buckts and lined up on front counter, tables washed and dried off

49. 2/5/16 What surprised you the most about the lab? Lesson 4 conclusion – Air Masses EQ 4 THRUOWL book pgs. C 92-C93 What air masses affect us the most here in Washington? Why? SUM

50. 2/5/16 What surprised you the most about the lab? Lesson 4 conclusion – Air Masses EQ 4 THRUOWL book pgs. C 92-C93 What air masses affect us the most here in Washington? Why? SUM 1.Read pgs. C92-C93 2.Take notes on G24 3.Complete the worksheet DUE MONDAY: worksheet notes and OUT

51. Agenda 2/8/16 Discuss Worksheet from Friday Take Mid unit assessment Read a magazine or work on “Please Finish”es or other class work Page 2 # 4 - Troposphere

52. Essential Questions Lesson 1 – What are catastrophic events and why do we study them? Lesson 2 – Compare and contrast thunderstorms, hurricanes, and tornadoes Lesson 3 – How does the surface material affect the rate of heating and cooling of the Earth’s surface? Lesson 3b – How do the atmosphere and surface of the earth absorb and reflect heat differently? Lesson 4 – How does the temperature of an air mass affect the way it moves? Lesson 5A – How does the uneven heating of Earth’s surfaces create wind? Lesson 5B – Compare and Contrast Land breezes and Sea Breezes. G1 Unit final and reflection G2 ADD THIS TO INB PG. G1

53. 2/16/16 Define the following: Density – Air pressure – Lesson 5 - Wind EQ 5A, 5B Answer the essential questions for lesson 5.

54. AGENDA 2/17/16 1.Get a copy of the magazine and worksheet from the counter 2.Complete and turn in at the end of the period (done or not)

55. Essential Questions Lesson 1 – What are catastrophic events and why do we study them? Lesson 2 – Compare and contrast thunderstorms, hurricanes, and tornadoes Lesson 3 – How does the surface material affect the rate of heating and cooling of the Earth’s surface? Lesson 3b – How do the atmosphere and surface of the earth absorb and reflect heat differently? Lesson 4 – How does the temperature of an air mass affect the way it moves? Lesson 5A – How does the uneven heating of Earth’s surfaces create wind? Lesson 5B – Compare and Contrast Land breezes and Sea Breezes. Lesson 6A – What are the parts of the water cycle and how do they impact weather? G1 Unit final and reflection G2 ADD THIS TO INB PG. G1

56. 2/18/16 IN – What do you remember about the water cycle? Inquiry 6 – Water Cycle EQ6A THRU OUT – Answer the essential question for this lesson G27 G28

57. Essential Questions Lesson 1 – What are catastrophic events and why do we study them? Lesson 2 – Compare and contrast thunderstorms, hurricanes, and tornadoes Lesson 3 – How does the surface material affect the rate of heating and cooling of the Earth’s surface? Lesson 3b – How do the atmosphere and surface of the earth absorb and reflect heat differently? Lesson 4 – How does the temperature of an air mass affect the way it moves? Lesson 5A – How does the uneven heating of Earth’s surfaces create wind? Lesson 5B – Compare and Contrast Land breezes and Sea Breezes. Lesson 6A – What are the parts of the water cycle and how do they impact weather? Lesson 6B – What atmospheric conditions must be in place for clouds to form? G1 Unit final and reflection G2 ADD THIS TO INB PG. G1 (you may use G2 if you run out of space)

58. 2/19/16 IN – At what step in the water cycle are clouds formed? Inquiry 6 – Cloud formation EQ6B THRU OUT – Summarize the lab from today G31 G32

59. Essential Questions Lesson 1 – What are catastrophic events and why do we study them? Lesson 2 – Compare and contrast thunderstorms, hurricanes, and tornadoes Lesson 3 – How does the surface material affect the rate of heating and cooling of the Earth’s surface? Lesson 3b – How do the atmosphere and surface of the earth absorb and reflect heat differently? Lesson 4 – How does the temperature of an air mass affect the way it moves? Lesson 5A – How does the uneven heating of Earth’s surfaces create wind? Lesson 5B – Compare and Contrast Land breezes and Sea Breezes. Lesson 6A – What are the parts of the water cycle and how do they impact weather? Lesson 6B – What atmospheric conditions must be in place for clouds to form? Lesson 6C – Why is it important to be able to understand and predict the weather? G1 Unit final and reflection G2 ADD THIS TO INB PG. G1 (you may use G2 if you run out of space)

60. 2/22/16 IN – Lesson 6 wrap up EQ6C THRU OUT – Why is it important to understand the weather and how it is forecast? G29 G30 Leave blank for now

61. 2/25/16 IN – Where are the three places we have talked about convection currents? Convection Currents summary EQ 3, 4, 5, 7 THRU OUT – Summarize the Weather Unit G35 G36